Обучение аудированию на коммуникативной основе в 7, 8 классах общеобразовательной школы
Дипломная работа - Педагогика
Другие дипломы по предмету Педагогика
ь учащимся слушать речь изучаемого иностранного языка, построенную на знакомом лексико-грамматическолм материале.
Мы наблюдали, что в процессе аудирования внимание учащихся напряжено, запоминание произвольное, ориентация на фиксацию запрашиваемой информации преимущественно в оперативной памяти, а фиксация в долгосрочной памяти увлекательной информации может быть велеколепной в связи с эмоциональным настроем. Процесс аудирования очень активный. Ему присуще напряженное, равномерно распределяемое внимание и произвольное запоминание.
Приложение
Контрольный тест предваряющий экспериментально-опытную работу.
1)Задания к контрольному тесту по чтению:
- Диагностирование количества незнакомой лексики:
Read the following text and write down all unknown words.
THE SERENADE
(by G. Bernard Shaw)
George Bernard Shaw, the famous English playwright, came from
a middle class family. He was born in Dublin, the capital of Ireland,
in 1856, and was proud of being an Irishman.
In 1876 he left his hometown for London, where he became a
journalist. In 1884 he joined the Fabian Society, a socialist organization of petty bourgeois intellectuals.
After a few unsuccessful attempts at writing novels, Shaw turned
to plays. His first play appeared in 1892. Later on he wrote a large
number of plays, all of which are known for their brilliant dialogue
and sharp political satire.
Bernard Shaw died in 1950 at the age of ninety-four.
I celebrated my fortieth birthday by putting on one of
the amateur theatrical performances for which my house at
Beckenham is famous.
The play, written by myself, was in three acts, and an
important feature was the sound of a horn in the second act.
I had engaged a horn player to blow the horn. He was
to place himself, not on the stage, but downstrairs in the
hall so as to make it sound distant.
The beautiful Linda Fitznightingale occupied the best seat. The next chair, which I had intended for myself, had been taken by Mr. Porcharlester, a young man of some musical talent.
As Linda loved music, Porsharlesters talent gave him
in her eyes an advantage over older and cleverer men.
I decided to break up their conversation as soon as I could.
After I had seen that everything was all right for the
performance, I hurried to Lindas side with an apology for my long absence. As I approached, Porcharlester rose, saying, "Im going behind the stage if you dont mind."
"Boys will be boys," I said when he had gone. "But how
are your musical studies progressing?"
"Im full of Schubert now. Oh, Colonel Green, do you
know Schuberts serenade?"
"Oh, a lovely thing. Its something like this, I think..."
"Yes, it is little like that. Does Mr Porcharlester sing it?"
I hated to hear her mention the name, so I said, "He
tries to sing it."
"But do you like it?" she asked.
"Hm, well the fact is..." I tried to avoid a straight
answer. "Do you like it?"
"I love it. I dream of it. Ive lived on it for the last
three days."
"I hope to hear you sing it when the plays over."
"I sing it! Oh, Id never dare. Ah, here is Mr. Porcharlester, Ill make him promise to sing it to us."
"Green," said Porcharlester, "I dont wish to bother you,
but the man who is to play the horn hasnt turned up."
"Dear me," I said, "I ordered him at exactly half-past
seven. If he fails to come in time, the play willl be spoilt."
I excused myself to Linda, and hurried to the hall. The
horn was there, on the table. But the man was nowhere to
be seen.
At the moment I heard the signal for the horn. I waited
for him, but he did not come. Had he mixed up the time?
I hurried to the dining room. There at the table he sat, fast
asleep. Before him were five bottles, empty. Where he had
got them from was beyond me. I shook him, but could not
wake him up.
I ran back to the hall promising myself to have him
shot for not obeying my orders. The signal came again.
They were waiting. I saw but one way to save the play
from failure.
I took up the instrument, put the smaller end into my
mouth and blew. Not a sound came from the thing.
The signal was given a third time.
Then I took the horn again, put it to my lips and blew
as hard as I could.
The result was terrible. My ears were deafened, the windows shook, the hats of my visitors rained from their pegs,and as I pressed my hands to my head, the horn playercame out, shaky on his feet, and looked at the guests, who
began to appear on the stairs...
For the next three months I studied horn-blowing. I did
not like my teacher and hated to hear him always saying
that the horn was more like the human voice than any other
instrument. But he was clever, and I worked hard without
a word of complaint. At last I asked him if he thought I
could play something in private to a friend.
"Well, Colonel," he said, "Ill tell you the truth: it
would be beyond your ability. You havent the lip for it.
You blow too hard, and it spoils the impression. What were
you thinking of playing to your friend?"
"Something that you must teach me, Schuberts serenade."
He stared at me, and shook his head. "It isnt written
for the instrument, sir," he said, "youll never play it." But
I insisted. "The first time I play it through without a
mistake, Ill give you five pounds," I said. So the man gave in.
- Уровень глобального понимания.
Answer the following questions, using the active vocabulary of the
lesson.
1. What was one of the important features of the
play?
2. What made Colonel Green think that Mr. Porcharlester
had an advantage over him in Lindas eyes?
3. What did Colonel Green do after making all the necessary arrangements?
4. Why didnt the horn player turn up at the appointed
time? Had he really mixed anything up?
5. Was it clear to Colonel Green how the horn player had
managed to get so drunk, or was it beyond him?
6. What did Colonel Green think was the only way to save
the play from failure?
7. Why did Colonel Green press his hands to his head after
blowing the horn?
8. What did Colonel Green hate to hear his teacher say?
9. Did Colonel Green complain that horn-blowing was hard
work?
10. What did the teacher say about Colonel Greens ability
to play the horn?
11. What did Colonel Green wish to play in private to a
friend?
2)Задания к контрольному тесту по говорению:
Диалог.
- Make up a dialogue using the following vocabulary:
1 to avoid, to put down to, to mention, to guess, to turn out;
2 to rely on, to mix up, to complain (of), to be unfair, shameful;
3 private, to complain (of), to spoil, to apologize, to put up with,
4 to ask to put off, to insist on, urgent, (not) to give in, within;
5 to rely on, to fail, (not) to apologize, (not) to deal with, to mix up;
6 to have an advantage over, beyond ones abilities, to put a lot of energy into, (not) to complain (of), as a result.
Монолог.
- Answer the following questions proving your statements and using the active vocabulary. Enlarge your answer.
- Why did Colonel Green mention the place where the horn player was to sit?
- Why did Colonel Green hate to hear Linda mention the young mans name?
- Why did Colonel Green try to avoid a straight answer to Lindas question?
- Why didnt the horn player turn up at the appointed time?
- What would the horn players absence mean for the success of the play?
- Why did Colonel Green insist on being taught to play the serenade?
- Why did the teacher stare at the Colonel on hearing that Colonel Green wanted to play the serenade?
- Why did the teacher finally give in?
- Was it clear to Colonel Green how the horn player had managed to get so drunk, or was it beyond him?
- Had the horn player really